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Enhancing Writing Ability of Iranian EFL Learners through Learning-Oriented Assessment: Peer and Teacher Feedback Implementation
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Samaneh Ghaneiarani; Sayyed Mohammad Alavi; Shiva Kaivanpanah – Language Testing in Asia, 2024
Despite the widespread use of Learner-Oriented Assessment (LOA) in (English as a Foreign Language EFL classes, concerns persist regarding its suitability for contexts such as Iran. Drawing on Carless's (SHE, 31:219-233, 2006) criteria for LOA, the present study examined the effectiveness of peer and teacher feedback in an academic writing course.…
Descriptors: Writing Ability, Student Centered Learning, Second Language Learning, English (Second Language)
Effect of Instruction on ESL Students' Synthesis Writing
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Zhang, Cui – Journal of Second Language Writing, 2013
Synthesis writing has become the focus of much greater attention in the past 10 years in L2 EAP contexts. However, research on L2 synthesis writing has been limited, especially with respect to treatment studies that relate writing instruction to the development of synthesis writing abilities. To address this research gap, the present study…
Descriptors: English (Second Language), Control Groups, Experimental Groups, Writing Ability
Is Portfolio Assessment Effective in Improving Iranian EFL Students' Writing?
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Sepasdar, Mansoreh; Esmaeeli, Hadiseh; Sherafat, Zahra – International Journal of Education and Literacy Studies, 2014
The current study explored the effect of portfolio assessment on the improvement of the Iranian students' writing. Additionally, students' attitudes towards using portfolio were investigated. Participants of the study were 46 pre-intermediate Iranian male and female university students who were chosen from a larger group of 70 students. They were…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, College Students
Strategy-Based Instruction: A Learner-Focused Approach to Developing Learner Autonomy
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Nguyen, Le Thi Cam; Gu, Yongqi – Language Teaching Research, 2013
This study investigates the effects of strategy-based instruction (SBI) on the promotion of learner autonomy (LA). LA was conceptualized and operationally defined as learner self-initiation and learner self-regulation. An intervention study was conducted with the participation of 37 students in an experimental group, and 54 students in two control…
Descriptors: Personal Autonomy, Curriculum Development, Control Groups, Experimental Groups
Improving Students' Chinese Writing Abilities in Taiwan with the "Conditioned Writing System"
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Liu, Yuan-Chen; Lee, Wan-Chun; Huang, Tzu-Hua; Hsieh, Hsiao-Mei – Turkish Online Journal of Educational Technology - TOJET, 2012
This research investigates students' performance while writing Chinese essays using an interactive online writing system. Participants include students from two seventh-grade classes of a junior high school in Taoyuan County, Taiwan. The experimental group uses the conditioned writing interactive online system, while the control group receives…
Descriptors: Foreign Countries, Writing Instruction, Control Groups, Experimental Groups
Automated Writing Evaluation Program's Effect on Student Writing Achievement
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Holman, Lester Donnie – ProQuest LLC, 2011
In an ex post facto causal-comparative research design, this study investigated the effectiveness of Automated Writing Evaluation (AWE) programs on raising the student writing achievement. Tennessee Comprehensive Assessment Program (TCAP) writing achievement scores from the 2010 administration were utilized for this study. The independent variable…
Descriptors: Writing Ability, Writing Achievement, Writing Skills, Writing Evaluation